Experiments with Metals and Ions of Metals Essay Example for Free

Experiments with Metals and Ions of Metals Es assertMetals react with non-met all toldic elements just now severally to a various extent. The most excited admixtures atomic number 18 alkali metals (group1A, where group is a vertical column in the yearly table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals cast one electron in the valence electrons shell this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not oxidizable to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element as the distance between valence electrons and the nucleus increases, the attractive rip decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium).An example of the reactivity of alkali metal is their response with piddle. For example Na (s) + 2H20 + 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this response by the following 2- 3- 4- H2 bollocks up emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the rootage basic, which can be identified by employ phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction.Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more(prenominal) reactive than magnes ium. The new(prenominal) metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to describe between their reactivity. HCl(aq) is used to designate them in order according to their reactivity. We can stick the most commonalty metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, argent . When a metal in the upper deviate of the reactivity series reacts with aqueous solution of different metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. match to this reactivity series, we can predict what give happen when a piece of zinc metal is put in CuS04 (aq) solution or in MgS04 (aq) solution.Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows Zn (s) + Cu2+(aq) + S042- (aq) + Zn2+(aq) + S042- (aq) + Cu (s) However , Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all Zn (s) + Mg2+(aq) + S042- (aq) + No reaction. Materials 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals Mg(s), Zn(s), Ag(s), Cu(s) least common multiple x lcm from each one.Equipments 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore about of the characteristics of certain elements. You will commencement exercise by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with intimately 2 cm of the Cu2+(aq) solution. . Watch what happens and salvage down your observations.Wait for 2-3 minutes to determine whether a chemical substance reaction occu rred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) Mg in Cu2+(aq) cu cu2+(aq) Ag in Cu2+(aq) c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write aMg in Mg2+(aq) Cu in Mg2+(aq) Ag in Mg2+(aq) Zn in Mg2+(aq) e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) Mg in Zn2+(aq) cu zn2+(aq) Ag in Zn2+(aq) g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens a nd write down you observations.Wait for 2-3 minutes to Zn in Ag+(aq) . 6. Cu in Ag+(aq) Ag in Ag+(aq) Sum your observations in the following table (color, precipitance, new(prenominal) changes) tip the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of centiliter, bromine and iodine with aluminum In this demonstration experiment, atomic number 13 reacts with each of three halogens, centiliter, bromine and iodine. striking exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the unwavering aluminium halides 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health natural rubber guidance Lesson organisation This is a class demonstration that shows the prominent reactivity of three non- metals from Group 7 with a metal. These ex periments must be done in a stink cupboard as both(prenominal) the reactants and products are stakeous. Teachers attempting this demonstration for the first snip are wetly advised to do a test run forrader doing it in front of a class. Each experiment should take about 5 minutes.Apparatus and chemicals Eye protection Thick chemically- loathsome gloves such as marigold industrial blue nitrile approaching to a fume cupboard The teacher will require Mortar and pestle Heat resistant mat, 30 x 30 cm Watch applesaucees, about 10 cm diameter, 2 decrement tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter stem Spatula or woody splint Bosses, clamps and stands Chemicals for one demonstration Aluminium hybridize, a few cm2 Aluminium pulverisation (Highly flammable, Contact with water may liberate atomic number 1), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) square(a) iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low haz ard but stains skin and clothing at this concentration), about 10 cm3 A brusque deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) rival to CLEAPSS Haz rally 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54ASilver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and convention card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The drop-off tube should be conniptionted with a one-holed rubber stopper cope withted with short duration of glass tubing and attac hed to the chlorine generator. Alternatively an 8-10 cm distance of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each terminus could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. ache 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat every spillages on the skin. surgery HEALTH SAFETY Wear nub protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loosely crack a piece of aluminium f embrocate (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube.Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas pick outs the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. once the aluminium is hot, a sleek glow will suddenly appear where it starts to react with chlorine.Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of pureness smoke aluminium chloride is produced, some of it condensing as a snow-clad powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scramble a little of the pureness powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it.Care the reaction between anhy drous aluminium chloride and water can be kind of vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine.Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange va pullulate of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. T he solution is acidic and a cream precipitate of silver bromide is formed.Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a sieve paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. afterwards a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Sc rape a little of this into a test-tube (Care see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions.Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partially darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine + bromine + iodine).This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important promontory about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens forward the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the faux pas of aluminium and iodine.The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard.W ait until the reaction has subsided before adding Allotropes of sulphur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of treat is heated to Just above the melting point, then llowed to cool and neaten slowly as monoclinic second. A further sample is heated to boiling point, and the liquid quickly chilled in cold water to form plastic sulfur.A separate sample of sulfur is fade out in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is depict here as a demonstration. However, some teachers may wish to consider wheth er certain parts could be used as class practicals with appropriately skilful and reliable classes.A demonstration, without any accompanying intervention about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive level best benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves coming to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available).Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze bandage Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatul a Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) prep oil (Low Hazard), 700 cm3 (see note 3)Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be tumbler pigeon sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students.If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the burn cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry.The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth retentiveness a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the profile is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY Wear eye protection.Before the demonstrati on a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below The demonstration a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath.The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of s olidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.